Sci.Int.

(Lahore),30(1),63-66,2018 ISSN 1013-5316;CODEN: SINTE 8 63

IMPACT OF CO-CURRICULAR ACTIVITIES ON STUDENTS’ ACADEMIC

ACHIEVEMENT AT SECONDARY SCHOOL LEVEL IN SOUTHERN DISTRICTS
OF KHYBER PAKHTUNKHWA
1
Nasir Ali, 2Muhammad Ayaz 2Rahmat Ullah Shah, 3Abdul Basit Khan,4Tanveer Ahmad, 6Gul Andaz Khan
1,2,3,
Institute of Education & Research, University of Science & Technology, Bannu, Khyber Pakhtunkhwa, Pakistan. 4Qurtuba
University of Science & Information Technology Peshawar
1
[email protected], Institute of Education and Research, Lakki sub campus, UST, Bannu
2
[email protected], Institute of Education and Research, UST, Bannu
3
[email protected], Institute of Education and Research, UST, Bannu
4
[email protected], Institute of Education and Research, UST, Bannu
5
[email protected], Qurtuba University of Science & Information Technology Peshawar
6
[email protected], Institute of Education and Research, UST, Bannu

ABSTRACT: Activities which develop the child mentally, physically, socially, morally and emotionally are known as co-
curricular activities. For examples debates, speeches, games, drawing and painting etc .The study was descriptive in nature.
The population of the study consisted of all 10th class students of Govt. High Schools in Southern districts of Khyber
Pakhtunkhwa. Seven hundred respondents were selected as sample from the selected Govt. High Schools in Southern districts.
Respondents were selected by using simple random sampling technique. The study was delimited to only 10th class students of
12 schools (6 male and 6 female Govt. High Schools (GHS) in Southern districts in which 352 were male and 348 were female
students. The main purpose of the study was to identify the impact of co-curricular activities’ on students’ academic achievement at
secondary school level in southern districts of Khyber Pakhtunkhwa. Data was collected through dichotomous questionnaire having
(YES, NO) option in order to get the responses of the respondents easily. Data was properly analyzed through SPSS (Version
16.0). The size of sample was taken according to John Curry (1984) formula. Percentage, frequency and linear regression
were used for data analysis. Both the results and discussion visibly shows that co-Curricular activities have positive impact on
students’ academic achievement at secondary school level in southern districts of Khyber Pakhtunkhwa. The study concluded that co-
curricular activities have great influence on students’ academic achievement at secondary school level in southern districts of
Khyber Pakhtunkhwa.

Key Words:Co-curricular activities, students, academic achievement, secondary schools

INTRODUCTION
Co-curricular activities are those which help in balanced school level does not improves the academic performance of
personality of children. In the earlier period people use the the students [6].
term “Extra-Curricular Activity”. But now a day the term Longitudinal studies on sports have investigated that
“Extra” is not use because it means something “unnecessary”. involvement in co-curricular activities has fruitful effects on
The aim of education is the overall development of a child. A students test score and grades [7].
child needs mental, physical, social, moral and emotional Co-curricular activities designed by schools commonly
development. We cannot overcome all these requirements emphasize on the advancement of academic achievements as
only with books reading. To accomplish all these well as to provide social and emotional enrichment [10].
requirements of a child we have to provide them different Extracurricular activities can involve sports, clubs, debate,
type of co-curricular activities. That is why those activities drama, school publications, student council, and other social
which help in the mental, physical, social, moral and events. Normally, these activities are not included in the
emotional development of a child are known as co-curricular formal curriculum and students who participate in
activities. For example debates, spots, scout etc.,[5].Co- extracurricular activities do not commonly gain any grade for
curricular activities have two types that is formal and non- it. However, these activities eventually provide real-world
formal activities. The formal activities consists of sports, experiences that are not included in the formal course of
dramas or debate competition etc., the non-formal activities study. Through these programs, students learn how to employ
are listening, music or watching television etc. Study has the knowledge they have learned in the classroom to real
shown that both formal and non-formal activities have great world scenarios. The positive effects commonly include
influence on students’ academic achievement [4]. positive behavior, better grades, school completion, positive
Conducting of co-curricular activities in school has positive aspects to become successful adults, and a social aspect.
effect on students’ performance [5]. Current study on the These positive benefits therefore attract the interest of
impact of sport activities on the students’ performance show educators and policy makers who search for ways to enrich
inconsistency in the results [6].Co-curricular activities students’ academic, social, and emotional enrichment
become or enable the children to show positive interaction development [10,12].
among the society [15]. The conclusion of the study shows All of these activities can lead to a positive impact on
that taking part in co-curricular activities are not related to the participating students’ academic achievements. The effect
students’ educational achievements, moreover this research that co-curricular activities have on students is all-around in
also showed that taking part in such activities in secondary their benefits even beyond the classroom [10].Higher

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engagement rates in co-curricular activities lead to a education in the American high school for more than 60
significant positive effect on student achievement [9]. Co- years”. Participation in sports builds up students’ personality,
curricular activities help students to advance their new adjustment in the society, good manners and sense of justice
knowledge and skills as well as to educate them against among school students and provides an opportunity to
developing unhealthy activities during their leisure time [11]. practice in playground and in social life [16]. The results of
It is investigated that co-curricular activities lead to a the study show that the students who participate in co-
decrease in academic stress and tension, which ultimately curricular activities behave differently from those who don’t
leads to an increase in productivity in their learning [8]. It is participate in these activities [1]. Co-curricular activities
reported that co-curricular activities are associated with bring motivation in students as teacher makes some
academic achievement, which also lowers rates of antisocial questions, answers and roles for debates to get the start the
behavior and dropouts. However, studies also reported that process. The listeners want to get the ability as the other
the magnitude of the relationship is often small and students doing [3]. Recent studies on the impact of the sports
inconsistent, depending on the types of activities [14]. activities on the studies produced the results which seem to
Diminishing, returns of participation in co-curricular be inconsistent [6].
activities when students become involved in several at one When stating some of the benefits of participating in
time. Because of the importance of the issue, differences in extracurricular activities, some believe that this leads to
outcomes and lack of experimental studies to determine the positive youth development. What exactly is positive youth
effect of co-curricular activities offered by public development? The positive youth development as
organization [13]. The purpose of school to teach only the encompassing five constructs: (1) competence in academic,
basics of reading, writing and arithmetic, or is the purpose to social, and vocational areas; (2) confidence; (3) connection to
mold the whole child and to support a student’s mental, family, community, and peers; (4) character; and (5) caring
physical, and social well-being [2]. and compassion (cited in Roth, 2000). These are also known
Promoters of co-curricular activities believe that co-curricular as the Five Cs of positive attributesfor youth [7].
activities “have played a critical role in civic and social
RESEARCH METHODOLOGY Population of the Study
Research Design Population of the study was consisted of all students and
The study was descriptive in nature; the researcher used teachers of Government Secondary Schools in Southern
survey method for the collection of related information from Districts of Khyber Pakhtunkhwa Pakistan.
the Government secondary schools students and teachers in Sample size and Sampling Technique
southern districts of Khyber Pakhtunkhwa by using two self- The sample of the study was consisted of 700 respondents, in
developed questionnaires. One questionnaire was used for which 500 were male and female students and 200 were
students which were translated into Urdu in order to teachers of twelve (12) secondary schools of district Bannu
understand the statements easily used by the researcher and and Lakki Marwat shown in the table below. According to
the second was used for teachers. John Curry sample size rule of thumb, the researcher selected
the respondents through simple random sampling technique.

Table1: Respondents in Form of Sample

DISTRICT BANNU DISTRICT LAKKI MARWAT
Boys Respondents Girls Respondents Boys Respondents Girls Respondents
Schools Schools Schools Schools
Stu.s Teach.s Stu.s Teach.s Stu.s Teach.s Stu.s Teach.s

03 03 03 03
125 52 125 48 125 52 125 48

John Curry formula was used to determine the size of the Data was properly analyzed by using Statistical Package for
sample. Social Sciences (SPSS version 16.0). During data analysis
Sample Size Rule of Thumb descriptive statistic (percentage & frequency) was used to
10-100 100% identify the basic facilities related to students’ academic
101-1000 10% achievement at secondary school level in Southern districts of
1001-5000 5% Khyber Pakhtunkhwa and linear regression was used to know
Source: the impact of the identified facilities on student’ academic
Curry, J. (1984). Professor of Educational Research, North achievement at secondary school level in Southern districts of
Texas State University; Sample Size Rule of Khyber Pakhtunkhwa.
Thumb;Populations and Sampling,7-4. Measurement Scale
5001-100003% Dichotomous scale, having options “Yes”, “No”carry values
10000 + 1% of 1 and 2 respectively was used to measure the views of
Data Analysis respondents. The scale is shown in the table below:

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Table 2: Design of Scale used for Data Collection suggestions made by the experts during the development of
Version Yes No the tool.
Numerical Value 1 2 For the purpose of reliability the questionnaire was
Pilot Study administered to 60 respondents (10th class students).
Pilot Study known as practicability study as well, is Chronbac Alpha formula was used for assessing the
considered to be vital part of anexcellentresearch design. The reliability of the study. Those items were dropped whose
main purpose of this study is to validate the questionnaire item-total correlation was .25 or less than .25. As a result, 11
through pre-testing before conducting a complete research. In items were dropped from the scale. Retained items were 30.
the present study, the validity evidence of the data collection Obtained Chronbac Alpha was .893.
instrument was cumulated through a pilot study. For the
purpose of validity initial draft of the questionnaire was RESULTS AND DISCUSSION
administered to 11 experts i.e. 07 educationists,2 The following table shows that co-curricular activities have
psychologists and 2 linguists etc. The experts suggestedsome positive impact on students’ academic achievements at
corrections, changes or modification in the phrases, wordings Secondary School level in Southern Districts of Khyber
or conceptions of the questions. Final draft of the Pakhtunkhwa.
questionnaire was developed on the basis of valuable

Table 3: Linear regression model showing influence of the mentioned variables

Dependent Independent Respondents R R Square Df F-value P-value Beta Sig
Variable variables Score
(Predictor )
Academic Co curricular Students .624(a) .389 1498- 317.243 .000(a) -.624 .000
achievement Activities 499
Teachers .307(a) .094 1198 20.606 .000(a) -.307 .000
199
p> .05 shows insignificance andp< .05 shows significant
In table 3 according tothe views ofrespondentsp-value .000(a) .The value of R square .094 is the explained variance, which
listed in column eight has been found significant at Beta is actually the square of multiple R (.307a) 2 and demonstrate
score -.624 in Column nine .The value of R square .389 is the a correlation of independent variable or predictor (co-
explained variance, which is actually the square of multiple R curricular activities) with the dependent variable (Academic
(.624a) 2and demonstrate a correlation of independent achievement). In sixth (df) column of the table, upper value
variable or predictor (co-curricular activities) with the (1) indicates the number of independent variable (s) and the
dependent variable (Academic achievement). In sixth (df) lower value cites the total number of complete responses for
column of the table, upper value (1) indicates the number of all the variables in the equation (N-K-1= number of
independent variable (s) and the lower value cites the total respondents- number of independent variables-1) i.e. {( 200-
number of complete responses for all the variables in the 1-1}= (198). F-value produced in the seventh column
equation (N-K-1= number of respondents- number of (20.606) has been found significant at.000 level of
independent variables-1) i.e. {( 500-1-1}= (498). F-value significance. The above description reject Ho, which means
produced in the seventh column (317.243) has been found co-curricular activities have effect on students’ academic
significant at.000 level of significance. The above statistics achievement. According to the above analysis there is no
show the rejection of Ho, which means that there is positive significance difference between students’ and teachers’ views
relation between co curricular activities and students’ regarding co-curricular activities. Therefore it is suggested
academic achievement. While in the same table teachers’ that co-curricular activities have a great impact on students’
responses indicates that P-value .000(a) listed in column eight academic achievement.
has been found significant at Beta score -.307in Column nine

Table 4: Responses regarding impact of Co curricular activities on students’ academic achievement in

Southern Districts
Respondents Yes No Total
Students Freq 355 145 500
%age 70 30 100
Teachers Freq 139 61 200
%age 68 32 100
Table 4 shows the views of the respondents about the impact respondents which is 30% show negative response regarding
of co-curricular activities on students’ academic impact of Co curricular activities on students’ academic
achievement. It denotes that the total numbers of the achievement in Southern Districts of Khyber Pakhtunkhwa.
respondents are 700(100%) male female. Among these 500 In the same table 139 views of respondents which is 68% of
were students (male, female)and 200 are teachers (male, the present sample, revealed “Yes” and 61(32%) of the
female). 355(70%) views revealed “Yes” while 145 views of respondents marked “No” about the impact of Co curricular

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